Learning & Development Flashcards
1
Q
Training
A
- Process of providing knowledge, skills and abilities (KSAs) specific to a task or job
- Used when skills and knowledge are missing and the individual has the willingness to learn
- Provides skills that can be used immediately and is excellent option in solving short-term skill gaps
2
Q
Developmental activities
A
- Activities that focus on preparing employees for future responsibilities while increasing their capacity to perform their current jobs
- Activities are broader in scope than training activities
3
Q
Experiential learning
A
- Learning on the job and in life
- Needs to be set up similar to training to have best impact
- Best way for majority of adult learners
4
Q
“Push” Model to Corporate Learning
A
- Generally used for compliance-related subjects
- Content is pushed on employee based on the training department’s schedule and success is measured by how many employees attend the class
5
Q
“Pull” Model to Corporate Learning
A
- Learning and development is a continuous process, easily accessible anywhere and anytime—commuting to or from work, during work, or outside of work hours—and delivered via devices such as mobile phones, tablets, and laptop computers in formats as varied as videos, blogs, games, quizzes, simulations, podcasts, or slide shows.
- Usually linked to acquiring skills, abilities, knowledge, and competencies needed to better perform one’s job.
6
Q
70-20-10 rule
A
- Three clusters of experience:
- Challenging assignments (70%)
- Developmental relationships (20%)
- Coursework and training (10%)
7
Q
Reasons why most do not use 70-20-10 Rule
A
- Managers and their bosses do not have the knowledge they need to select and sequence work assignments and career moves. Additionally, they lack the motivation to take ownership for developmental relationships for themselves or their teams.
- Unability to match the learning needs of high-potential managers to the experiences most likely to provide that learning.
- Past research has focused on the experiences of U.S.–based corporations, and organizations may find it inappropriate to generalize this knowledge outside the United States.
8
Q
Learning organization
A
Organization characterized by a capability to adapt to changes in environment and respond quickly to lessons of experience by altering organization behavior
9
Q
In a Learning Organization:
A
- Learning is accomplished by the organizational system as a whole.
- Systems thinking is practiced.
- Employees network inside and outside the organization.
- Change is embraced, risk is tolerated, and failures are viewed as opportunities to learn.
- The organization adapts and changes as the environment changes.
10
Q
The Fifth Discipline
A
Five disciplines that interface and support one another in order to create an environment where learning can occur,
11
Q
The Fifth Discipline Includes
A
- Systems thinking
- Mental models
- Our deeply ingrained assumptions that influence how we understand the world and how we take action.
- Personal mastery
- The high level of proficiency in a subject or skill area.
- Team learning
- Capacity of a team to create the results its members desire.
- Shared vision
12
Q
Organizational learning
A
- Acquisition and/or transfer of knowledge within an organization through activities or processes that may occur at several organizational levels
- Ability of an organization to learn from its mistakes and adjust its strategy accordingly
13
Q
Culture that supports organizational learning:
A
- Members recognize the importance of organizational learning.
- Learning is a continuous process that runs parallel to work.
- There is a focus on creativity.
- People have access to information that is important to the organization’s success.
- Rewards for individual and group learning.
- Quality and continuous improvement drive the organization.
- There are well-defined core competencies.
14
Q
Explicit knowledge
A
- Technical knowledge
- More easily shared knowledge
15
Q
Tacit knowledge
A
- Personal and experience-based knowledge
- More difficult to quantify
16
Q
Organizations Need to Consider These Regarding Knowledge Retention
A
- What knowledge may be lost.
- The consequences of losing that knowledge.
- The actions that can be taken to retain that knowledge.
17
Q
Technology-based systems
A
- Programs or databases that employees can access (ex: Wiki employees can add and edit info)
- Great for retaining explicit knowledge but not as effective for tacit knowledge
18
Q
Softer systems
A
- Meetings or other activities to share knowledge and help people connect with one another.
- Ex: post-project “lessons learned,” job sharing, cross-training, mentoring, shadowing, Internet messaging, various social media applications, or communities of practice (CoPs)
19
Q
Communities of practice (CoPs)
A
- Groups of individuals with shared interests come together in person or virtually to tell stories, share and discuss problems and opportunities, discuss best practices, and so forth.
- Can also include: stay interviews, exit interviews, and alumni networks
20
Q
Success of Knowledge Management Systems Depends On
A
- A culture and structure that champions knowledge sharing and learning.
- Proper planning, design, and evaluation.
- Effective knowledge-sharing practices.
- Adequate financing and sound financial management.
- Sustained leadership support.
21
Q
Topics Specific to Global Employee Learning and Development
A
- Cross-cultural awareness.
- International assignment preparation.
- Global team building and managing virtual teams.
- Issues related to laws, ethics, and organizational values. (Examples include anticorruption and antibullying.)
22
Q
Influences on global learning and development programs
A
- Strategic orientation
- Organization’s view between global integration and local differentiation
- Stakeholder buy in and support
23
Q
4 T’s
A
Travel, teams, training transfers
24
Q
What Andragogy is and what it includes
A
- Discipline that studies how adults learn Based on the assumptions that adults and children learn differently
- Includes
- Self-concept
- Experience
- Readiness to learn
- Orientation to learning
- Motivation to learn
- “Unlearn to learn”
25
Q
Active learning
A
- Participating in learning and aids retention of learning
- Can be enhanced by asking questions and having discussions
26
Q
Passive learning
A
Not exactly participating in learning (ex: reading)
27
Q
Obstacles to learning
A
- Low tolerance for change
- Lack of trust
- Peer group pressure
- Bad experience with previous learning programs
- Lack of organizational commitment to learning
28
Q
Learning Styles
A
- The way individuals take in and process new information
- Idea that people learn differently and tailoring the delivery of the information to address those differences will enhance learning and retention
- Observation and instructor inferences about learner behavior is required to identify the learning style
29
Q
Learning Styles Include
A
- Visual learners
- Auditory learners
- Kinesthetic learners
30
Q
Cultural Implication of Visual Learning Style
A
- Visuals are used to ease language barriers
- Some cultures it is unusal to sit in front of the class
- Body language and facial expressions
31
Q
Cultural Implication of Auditory Learning Style
A
- Many cultures have tradition of oral learning, storytelling.
- Instructor may not be culturally accepted
- Tone, pitch, and speed of words can be important
32
Q
Kinesthetic
A
- A high level of learner energy or physical activity may be seen as disrespectful in some cultures.
- Due to resources and other constraints, training in some countries may not offer much hands-on exploratory activity, so these approaches may be alien or confusing to many learners
33
Q
ADDIE model
A
- A five steps that used to determine needs, develop training, and evaluate outcomes
- The success of each phase depends on the time, effort, and resources dedicated to that pervious phase
34
Q
ADDIE Model Steps
A
- Analysis (of needs)
- Design
- Development
- Implementation
- Evaluation
35
Q
Analysis Phase of ADDIE Model
A
- Data is collected to identify gaps between actual and desired organizational performance
- Gaps that are due to a lack of knowledge or skills, objectives are established to address training needs
- Accomplished through completion of needs assessment or needs analysis to determine development needs
36
Q
Levels of Training and Development Needs Analysis
A
- Organizational
- Task
- Individual
37
Q
Organizational level of needs analysis
A
- Identifies the knowledge, skills, and abilities employees will need in the future.
- Measures:
- Where training need is in the organization
- What conditions training will be conducted
38
Q
Task level of needs analysis
A
- Compares job requirements to employee knowledge and skills to identify areas requiring improvement.
- Measures:
- What needs to be taught and what must be done to do job defectively
39
Q
Individual level of needs analysis
A
- Focuses on individual employees and how they perform their jobs. Sometimes determined through performance reviews.
- Measures:
- Who should be traininged
- What kind of training do they need
40
Q
Power distance dimension of culture
A
Amount that the distribution of power is accepted by all the culture’s members
41
Q
Low Power Distance Needs Analysis
A
- Decision on who will participate in training - based on developmental needs or skill deficiencies
- Individual or group’s training needs are based on formal performance evaluations and specific developmental objectives
- Needs analysis are conducted participatively
42
Q
High Low Power Distance Needs Analysis
A
- Decisions regarding who should participate in training may be based on group membership.
- Individual or group skill deficiencies or developmental needs may not be expressed.
- Participation in training may be driven by group affiliation rather than individual need.
- Needs analyses may be less effective if conducted participatively.
- Individuals may be reluctant to discuss or share skill deficiencies or developmental needs because this causes them to lose face.
43
Q
Global Factors Influencing Training Needs Analysis
A
- Cultural influences and training needs and considerations in non-headquarters locations.
- Current and future readiness and skill needs of the local workforce, including the nature and quality of local educational systems.
- Current and anticipated training and support requirements of assignees.
44
Q
Design Phase of ADDIE Model
A
- Composing broad goals and objectives, outlining the flow and structure of the program, and further defining the target audience.
- Outcome: sketch of what the final program will look like. All major content components are included together with order and method that it was presented
- All stakeholders should have input and potential conflicts should come up and be resolved collaboatively
45
Q
Learning Goals and Objectives
A
- Provide a focus for the design.
- Let participants know what they should know at the end of the program.
- Contribute to the process of knowledge and skill transfer.
- Provide a way to measure what was learned.
46
Q
Bloom’s taxonomy is and includes
A
Learning objectives are processed in a heirachial manner starting at the lowest level
- Knowledge, or remembering facts.
- Recognition of learning content when content is presented differently.
- Application of learning to an example in order to draw a conclusion or to identify a principle at work.
- Using learning content to analyze the causes or possible outcomes in an example.
- Using learning content to create new solutions to a problem.
- Making judgments about the value of materials and methods for given purposes.
47
Q
Self Directed Study
A
- Allows learners to progress at their own pace without assistance of instructor
- Can include training materials, performance support materials.
- Materials can be provided in various ways and can also be combined with other methods
48
Q
Self-Directed Study Advantages
A
- Flexible, self-paced learning.
- Opportunities for testing and retesting.
- Can focus on certain areas.
- Cost-effective.
- Reduced need for trained and experienced instructors.
- Consistent training messages made available to learners in many settings.
49
Q
Self-Directed Study Disadvantages
A
- Learners must be highly motivated and organized.
- Direct feedback is limited unless supplemented by online feedback or instructor support mechanisms.
- Self-directed learners sometimes miss important concepts.
- Development may be expensive.
- Absence of an instructor may make the program less credible in some cultures.
- Some learners are uncomfortable with high levels of responsibility for their own learning.
- Sharing of knowledge may not be possible.
50
Q
Instructor-Led Training
A
- Traditional and frequently used mode of training.
- Training is delivered by an instructor to an audience.
- Can include external resources
- Colleges and universities, trade associations, and training vendors to provide traditional classroom training.
- Classrooms may be virtual (e.g., webinars), with individual learners or entire classes accessing an instructor at a central location.
- May incorporate several types of learning activities, including presentations and lectures, case studies, readings, demonstrations, group discussions, and simulations.
51
Q
Instructor-Led Training Advantages
A
- Allows the instructor to provide feedback and more individual attention.
- Supports a wider variety of learning activities.
- Encourages group feedback and idea sharing.
52
Q
Instructor-Led Training Disadvantages
A
- Time- and resource-intensive.
- Decreased opportunities for participation as group size increases.
- Greater logistical and geographic challenges
53
Q
On-the-job training (OJT)
A
- Training provided to employees at the work site utilizing demonstration and performance of job tasks
- Typically provided by employees and managers
54
Q
On-the-Job Training Advantages
A
- Relevant to the job and “just in time.”
- Relies on and takes advantage of the real environment.
- Opportunity for immediate feedback.
- Applicable for individuals and small groups.
- Allows for gradual buildup of skills needed for the job.
55
Q
On-the-Job Training Disadvantages
A
- May be difficult to schedule.
- May be potential safety issues in the real environment.
- May be distracting to coworkers.
- Time- and resource-intensive.
- Subject matter and process experts needed to demonstrate and provide feedback.
- If unstructured, performance may dip when unsupervised.
56
Q
Blended learning
A
- Combination of instructor-led training, self directed study, and/or on-the-job training.
- Good option for organizations that struggle to deliver standardized training content in multicultural context
57
Q
Blended Learning Advantages
A
- Multiple methods to meet learning objectives and cultural needs.
- Adaptable to multiple cultural needs.
- Facilitates both independent and collaborative learning.
- Scheduling and facility flexibility.
- Lower delivery costs than strategies that rely exclusively on face-to-face training.
- Array of possibilities for interaction and enhanced learning.
58
Q
Blended Learning Disadvantages
A
- Methods must be carefully chosen based on strategic objectives, or efforts may fail.
- There may be technology and security constraints to overcome.
- Participants must be organized and motivated to complete the learning.
- More coordination required as a result of the use of multiple methods.
- Costs of all strategies must be fully anticipated.
- More time may be required to develop all aspects of the program.
59
Q
Transfer of learning
A
- Effective and continuing on-the-job application of the knowledge and skills gained through a training experience
- Plans for facilitating this includes 30/60/90 day action plans
